Sixth+Grade+Monthly

=Monthly Point of View...=

Teachers in attendance: 10/7 Lomas, Vowles, Ellisor, Boyle

11/4 Lomas, Vowles, Boyle

1/27 Lomas, Ellisor, Boyle, Vowles

3/10 Lomas, Ellisor, Boyle, Vowles, Cunningham

**Where are you on your long-range plans, pacing, and content standards?** 10/7 6-2.2 Recognize the hierarchial structure of classification (taxonomy) of organisms. 6-2.1 Summarize the charactreristics that all living things share. 11/4 ** 6-2.5 ****__ Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration). __** **__ 6-2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction. __** 1/27 6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) 6-3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering). 6-3.5 Illutrate animal behavioral responses to environmental stimuli. 6-3.6 Summarize how the internal stimuli of animals ensure their survival. 6-3.7 Compare learned to inherited behaviors in animals.
 * __6-2.6 Differentiate between sexual and asexual reproduction in plants. __**

3/10 ** 6-5.5  **** Illustrate ** the directional transfer of heat energy through convection, radiation, and conduction. 6-5.4 ** Illustrate ** energy transformations (including the production of light, sound, heat, and mechanical motion) in    electrical circuits. 6-5.2 ** Explain ** how energy can be transformed from one form to another (including the two types of mechanical energy,    potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of     energy.

**After the analysis of your most recent assessment, how will you address student strengths and weaknesses?** **Informal assessment of the steps of the scientific methodstudents will need further instruction differentiating variables. Student strengths include identifying problems, gatthering information and formulating a hypothesis.** 11/4 Passing rate on bench mark exam was 92%. THis was higher than last year's pasing rate. Bench mark exam was revised and better aligned to the standards. Students still show weaknesses in using standard metric units. 6th grade science teachers prefer to give end of unit tests rather than bench mark test. 1/27 The passing rate on the Plant unit test, which served as a benchmark, was 80%. The plant unit was the first unit that combines concepts practiced in elementary school with new more developed concepts of middle school. After analyzing the test data, concepts were retaught as needed; photosynthesis and respiration. Students were offered rebound, but very few took advantage of the program. 3/10 Students are having difficulty differentiating forms and transformations so we are spiraling those topics back into instruction. **How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?** In three years of administering MAP Science, the process scores for general science students and honors were the lowest of any of the three previous years. Process skills will be emphasized in each unit throughout the year.

11/4 As a result of MAP scores, our pacing has been adjusted to best meet the needs of the students. We have applied suggestions from the RIGOR book to address these needs.

1/27 Students were offered rebound for the plant unit test, but very few took advantage of the program.

3/10 Preparing for Spring MAP.

**Where did this week’s learning goals fall within Bloom’s Taxonomy? Evaluate, explain, and apply**. 11/4 Compared plant processes, compared plant characteristics, and sequenced life cycles of plants. 1/27 Compare and contrast groups of invertebrates, classify, summarize, judge, and distinguish different groups of invertebrates.

3/10 exemplify, if/then, hypothesize Classify, analyzed, identified, and hypothesized
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**

11/4 compare, differentiate, distinguish, and identify 1/27 compare, contrast, differentiate, distinguish, classify, apply, and identify 3/10 exemplify, if/then, hypothesize

**Comments ~ Concerns ~ Needs (resources)** 1/27 We are concerned with the apathy of the students toward their academics and learning.

** * Post a completed electronic copy of this form by the end of the school day on Thursdays **